Autism and Learning Disability Training

Debate between Julian Smith and Caroline Dinenage

Tuesday 21st November 2023 Westminster Hall

[Dame Caroline Dinenage]

First of all, I am very pleased to see my hon. Friend on this side of the House. She does a brilliant job as the chair of the APPG for disability, and I am very grateful to her for taking the time to make that commendation.

I will conclude very quickly. Following the success of the Oliver McGowan mandatory training, Paula has started a petition for all staff in educational settings to have similar mandatory training on learning disabilities and autism. As I said, that training needs to start with professionals in early years settings and go all the way through to colleges and universities: teachers, lecturers and education staff must know how to adapt to their environment, how to listen to what young people are saying, how to understand, how to manage a sensory overload and crisis and how to adapt communication to meet individual needs. George, a teacher, said:

“Training is often focused on the symptoms rather than the sensory issues and the understanding behind it. Whilst dealing with symptomatic behaviour is important it can be difficult to understand some causes.”

[Julian Smith (Skipton and Ripon) (Con)]

On the point about sensory overload, demands and anxiety, does my hon. Friend agree that, with the discrepancy between what kids see and what teachers feel they are doing, part of the challenge is in fully understanding what an autistic child or adult actually sees and has to deal with? Does she agree that that is quite difficult and that it requires significant time to fully understand the major challenges that lots of these kids go through and often succeed in pushing through, despite the challenges they face?

[Dame Caroline Dinenage]

That is an excellent point. It is worth pointing out that sometimes the behaviours that autistic children in particular can demonstrate can be very different. Autistic boys in the classroom behave very differently from autistic girls who might just sit at the back very quietly, mirroring others’ behaviour, while struggling inside and not having the support that they need. That point is really important.

Finally, has the Minister’s Department considered the brilliant Oliver McGowan model of mandatory training? What assessments has the Minister made for how that would benefit education professionals? By making the training mandatory, as it is for health and care staff, no teacher will miss out, which means that every child has an equal opportunity to gain support.

I ask the Minister to reflect on the stories that I have shared today and on those that we heard from other Members. While his Department is no doubt bolstering financial support, I ask him to consider the positive impact that mandatory training will have on the education of professionals and students. The success in health and care has been immediate and game changing, and I know that it has similar potential for children and young people’s education.